Assessment

Day Formative Assessment:

1
Formative assessment will occur several times throughout the lesson. She will ask the
questions stated in the procedure throughout Grandfathers Journey to check their
understanding of the book. During the student led discussion about the immigrant letter,
the teacher will listen to what the students have to say to understand their way of thinking.
The teacher will be walking around while the students complete the animated stories to
ensure they are including the necessary parts about immigrations in their stories.
Formative assessment will occur using a checklist to grade their presentations at the end
of the lesson. The summative assessment checklist will help the teacher check to see if
they understood the lesson as a whole by including the main parts of immigration in their
stories.
2

Formative Assessment: Teacher will ask the students to share the answers from the section
review. Discussing with them how they came up with the answers. Teacher will collect the
Venn diagram.
Teacher will walk around and listen to students as they discuss culture in their
community and the United States with a partner.
Teacher will look at which students raise their hand when they hear a word from
the exclusion brainstorming sheet to be able to know who has read along in their
textbook as the teacher read aloud.
The teacher will observe and listen to students as they raise their hands to share
their explanation and examples of new vocabulary words including culture,
custom, diverse, ethnic group, and tradition.
Teacher will read the students post to evaluate if the student wrote a thoughtful
and professional post that demonstrates their understanding of the reading and
discussion on edmodo. Teacher will use the following rubric:

Students post
demonstrated their
understanding of culture
and each element of
culture that was included.

Students post
demonstrated partial
understanding of culture
and each element of
culture that was included.

Students post did not

demonstrate a complete
understanding of culture and
each element of culture that
was included.

Students post was

thoughtful and

Students post was

partially thoughtful and

Students post was not

thoughtful and professional.

professional.

professional.

8
9

10

11

Teacher will read the students post to see that they have followed the guidelines
for their post on edmodo using a guidelines sheet. (attached)
Teacher will read exit slips and evaluate if students explained their thoughts on whether or
not it is important to learn about and respect other cultures.
Students will draw either the Statue of Liberty or Mount Rushmore
Students will research either the Statue of Liberty or Mount Rushmore and write
down 3 interesting or important facts that they found.
Students will then design their own landmark that represents something about
themselves
Students will use clay
Students will write 5 sentences describing the landmarks features,
meaning, and significance
Students will share their landmark with the class
Students will complete the handouts throughout the centers
Students will share what they learned at each of the centers
Students will complete the activity for each center
Throughout the lesson, students will share work theyre doing within centers as
well as personal experiences.
Students will turn in work completed at each center.
Students will be actively learning the Jai-Ho dance in steps, and ultimately piece
the whole dance together.
Students will also be participating in questions that come up throughout the
lesson.
Students will perform the full Jai-Ho dance.
Students will complete closing assignment of connecting music and dance to their
own lives.
The students will hand in the worksheet they have completed during their research. The
teacher will also have the comics that the students made to look at.
As students are in centers, teacher will observe student responses to the activities
to make sure that they realize similarities and differences.
Teacher will listen to responses during closing discussion to check understanding.
Collect exit ticket

As students are in centers, teacher will observe student responses to the activities
to make sure that they realize similarities and differences.
Teacher will listen to responses during closing discussion to check understanding.
Collect exit ticket

The teacher will observe students as they watch the youtube video on the

interactive whiteboard and listen to students as they discuss the video with a
partner and in a group discussion with the class.
The teacher will walk around as she/he reads the text to observe students as they
read along silently.
The teacher will walk around and observe students as they complete both
scavenger hunt sheets and look for logical answers.
The teacher will observe students and they listen to the music and eat the food.
The teacher will read the brainstorming sheets and the paragraphs that the students write
and turn in and evaluate for logical responses.

***
12

The formative assessments throughout will guide instruction. A well-practiced teacher

will be able to adjust to what their students need.
Summative Assessment:
On the final day, there is a culminating project/experience for students to take part in. The
project that the students will be presenting is the Unit Summative assessment. The project
will show the teacher that the students have learned throughout the unit about the
importance of cultures and their traditions. (project will be graded using the attached
rubric)

People and Cultures of the World Project Rubric

Objectives

Exemplary
(100%)

Solid/Sound
(95-85%)

Acceptable
(80-70%)

Emerging/
Needs
Development
(65- %)

Student
created a
project about
their own
culture and
the customs
and traditions
followed in
their culture

Project is
detailed about
culture.
Student put
effort into
learning about
their own
culture and it
can be seen as
they explain
about their
culture. If
asked a
question about
what they
have shown
their
classmates,
they can
answer in
enough detail,
showing
background
knowledge.
(34 pts.)
Student wrote
two detailed
facts about
each
classmates
culture. (arts,
language,
traditions,
etc.)
(33 pts.)

Project has
many details
about culture.
Student has
some
knowledge
about their
culture. The
student can
answer some
questions
about what
they shared,
but cannot
give much
extra detail.
(32-29pts)

Project has
some details
about culture.
Student shows
some effort
into learning
about their
culture.
Student can
only recall
some detail
about their
culture, but
cannot answer
questions with
much detail.
(27-24pts)

Project has
little to no
detail about
culture.
Student shows
little to no
knowledge
about their
culture.
Student
cannot answer
questions with
any detail.
(22- pts)

Student wrote
down two facts
about each
classmates
culture (arts,
language,
traditions,
etc.)
(32-28pts)

Student wrote
down two facts
about
classmates
culture, but
added
personal
thoughts or
feelings into
the fact.
(27-23pts)

Student either
wrote one fact
about each
classmates
culture or just
wrote personal
thoughts or
feelings.
(22- pts)

Student wrote
down two facts
about their
classmates
cultures

Student
attempted to
pick out
similarities
between the
different
cultural
traditions and
point out any
they have
seen in the
United States

Student wrote
down
similarities
between
cultures or
made note of
cultures seen
in the United
States, and
shared their
thoughts with
the class.
(33 pts)

Student wrote
down some
similarities
between
cultures or
made note of
cultures seen
in the United
States, and
attempted to
share
thoughts.
(31-28pts)

Student did
not write down
notes, but
tried to share
thoughts with
the class.
(26-23pts)

Student did
not write down
notes or try to
share with the
class.
(21-pts)